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Special Educational Needs and Disabilities
(SEND)
SEND
Our Commitment to Equality, Diversity, and Inclusion
We believe everyone deserves a chance to learn and grow. Our lessons are inclusive and respectful, and we deeply value all of our learners' unique experiences and perspectives.
We are committed to providing learners who have Special Educational Needs and Disabilities (SEND)
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A rich, challenging and adaptive curriculum, in which learners with SEND, can achieve their full potential.
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An inclusive culture of empathy and respect where all learners with SEND feel safe, valued and will achieve.
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The skills needed to equip them for a successful life beyond OCSW in preparing for and functioning in adulthood.
Equality and Diversity:
We Learn Better Together.
Our Commitment to Learners with SEND
Oncourse Southwest (OCSW) is committed to providing learners who have Special Educational Needs and Disabilities (SEND) with the environment and tools needed to achieve their goals.
We strive to ensure all learners with SEND benefit from:
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An adaptive and challenging curriculum so every learner can achieve their full potential.
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An inclusive culture of empathy and respect, where all learners feel safe, valued, and supported to succeed.
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The essential skills to equip them for a successful and independent life after OCSW, preparing them for and functioning in adulthood.
Supporting Learners: A Person-Centred Approach
We offer support in-class, outside of the classroom, with exams and assessments, and in the wider learning environment. This support is designed to ensure all learners can access every available opportunity and have the most positive learning experience whilst studying at OCSW.
Tailored Approach
Whatever learning difficulty or disability you may have, we offer tailored support to match individual needs. We work in partnership with internal staff and external organisations to provide a truly person-centred approach. The support we offer is regularly reviewed, and our aim is always to guide individuals towards greater levels of independence and achievement.
We support learners with needs across the four main areas of SEND:
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Cognition and Learning Needs (e.g., Specific Learning Difficulties, Mild to Moderate Learning Difficulties)
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Communication and Interaction Needs (e.g., Autism)
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Sensory and/or Physical Needs (e.g., Hearing, Visual, Sensory, and Mobility Difficulties; Physical Disabilities and Medical Conditions)
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Social, Emotional, and Mental Health (SEMH) Needs (e.g., Mental Health Difficulties, Mental Ill Health, Attention Deficit Hyperactivity Disorder (ADHD))
Meeting Learner Needs
We have procedures in place to identify support needs early and to implement
We have procedures in place to find support needs early and set up individualised support plans.
We generally identify needs before you start, and we meet with you to assess support requirements before or at your course interview. If a need comes up after you enroll, curriculum staff or the learner can make a self-referral through the SEND Team.
To ensure we can best meet your individual needs, the SEND team will:
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Arrange support for you during your interview and enrolment.
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Meet with you to discuss your needs and create your individual support plan.
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Attend EHCP reviews and meetings (if applicable).
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Put support in place when and where needed so you can access all opportunities.
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Update and share relevant support information with your teaching staff.
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Provide training for teaching staff about specific difficulties and disabilities.
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Review your support plan with you regularly.
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Discuss and agree on any changes to your support.
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Help you build independence and achieve your goals.
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Always act in a way that puts your needs first (person-centred).
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To discuss your specific needs, request support, or make a self-referral, please complete this form
Access Arrangements:
Help for Exams
What are Access Arrangements?
Access Arrangements are special, approved changes we make to exams and assessments. They are designed to help learners who have a long-term need (like a disability, learning difficulty, or ongoing illness).
The main purpose is to create a fair and level playing field for you. We adjust the conditions to remove your disadvantage without giving you an unfair advantage over others.
Access Arrangements vs. Special Consideration
It's helpful to know the difference between the two main types of exam help:
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Access Arrangements: These are planned and approved before the exam. They are for long-term needs and change how you take the exam (e.g., getting extra time or using a computer reader).
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Special Consideration: This is an adjustment made after the exam. It is for learners who have been temporarily affected by something recent, like a sudden illness, injury, or family crisis, right around the time of the exam.
Who is Eligible?
Eligibility is based on your specific needs and your "normal way of working", meaning the support must be what you already use in the classroom every day.
Common Types of Help
The arrangements are personalised for you. Some common examples include:
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Extra Time to complete the exam.
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A Separate Room for individual or small-group testing.
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Using a Word Processor or laptop instead of handwriting.
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A Reader (human or computer) to read the questions to you.
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Supervised Rest Breaks.
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A Scribe (a person who writes down what you say).
How to Apply
To apply, you need to talk to your tutor. The application must show three key things:
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Evidence of Need: A qualified professional (like a specialist assessor) must show a formal need.
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Used in Class: The arrangement must be part of your regular support in the classroom.
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Impact on Exams: You must show that the need affects your ability to perform during exams.
Access Arrangements usually last for about two years.
Learning Support Form
This form is designed to help us capture the necessary information to enable us to support you effectively and provide you with any adjustments you need. All information you provide will be kept confidential and will only be shared with staff members who need to know to facilitate your support.
As part of our commitment to ensuring all learners who have declared a learning difficulty and/or disability need to have the resources and support required to succeed, please consider the following:
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Do you feel you require additional support or adjustments at this time to help you successfully complete your course?
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Are you currently confident and comfortable with your learning arrangements, or do you feel you need additional support?
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If you are managing well and do not require any additional support right now, please let us know.
If you still require any additional help or support with your learning needs, or just want to discuss your options, then please contact the SEND team:
EHCP
Educational Health Care Plans (EHCPs)
For learners who have an Education, Health and Care Plan, OCSW's SEND team is equipped to respond, ensuring both supporting and curriculum staff are aware of the set outcomes.
The Special Educational Needs Coordinator (SENDCO) is responsible overall for coordinating the consultation process with the local authority and the statutory responsibilities once learners are enrolled.
We will review the EHCP annually and keep in contact with the family throughout the year, ensuring that the young person and family are at the heart of any decision made about their learning.
For those learners who require a transition programme, the SEND team offers individualised packages to support learners both into and out of OCSW.
Local offer
OCSW and the SEND Local Offer
The SEND Local Offer is a critical information resource from Plymouth Council that helps learners with SEND and their families find the right support in the area.
OCSW acts as a key provider whose detailed SEND commitment (including support processes and EHCP approach) contributes directly to the SEND Local Offer.
OCSW's Commitment through the Local Offer:
By working closely with the Council, OCSW ensures its provision meets the two main goals of the Local Offer:
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Transparency: OCSW makes its full range of support clearly available, allowing families to easily compare options.
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Responsiveness: OCSW is committed to continuously reviewing and improving its support based on local priorities and feedback, ensuring provision is highly responsive to local needs.
The Local Offer provides a Clear Pathway for learners, ensuring continuous support and easy signposting to other services available in the wider community.
More information can be found on the Plymouth SEND Local Offer website for full details on local services and how OCSW fits within the provision.